Defying Archetypes English

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Lesson Summary

Changes occur constantly in all aspects of life; the changing perceptions of women you have explored in theselessons is just one example. For this assessment, you will closely examine another type of change and summarize an article on the topic.

  1. Choose one of these articles to read closely and summarize.
  2. Follow the four-step process outlined in the lesson to closely examine the article. Use the Summarization Graphic Organizer for support.
    • Step 1: Locate Key Points
    • Step 2: Organize the Key Points
    • Step 3: Determine Central Ideas
    • Step 4: Summarize the Article
  3. In a paragraph of eight to 10 sentences, write your complete summary of the article. Include the central ideas and the key points that support those ideas within the article. In the summary you submit, highlight the central ideas you’ve identified in bold and italicize the supporting evidence.

Linguistics Analysis

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Linguistics Analysis Midterm
Some questions are as follows to show what it consists of.The actual midterm contains 4 pages worth of linguistic work to do. I will present the work to the winner of the bids.
What is the order of Quich morphemes (in terms of subject, verb, object, and tense marker)?

What is the order of Quich morphemes (in terms of subject, verb, object, and tense marker)?

4. Examine the sentences in the Klingon language, devised by Marc Okrand for Star Trek (reprinted from Frommers Looking at Languages). Pronunciation is not necessary for this question, but in case you would like to, note the following:

  • Some sentences from Quiché, a Native American language spoken in Guatemala, Central America, are given with their English Translation. Analyze the morphemes in these sentences and then fill in the exercises that follow the language data. N.b. -[x] is a voiceless fricative.

 

 

  • [kiŋsikix le libr] I read (present tense) the book.
  • [kusikix le libr] He reads the book
  • [kiŋwetamáx le kém] I learn the (art of) weaving
  • [kataxin kiŋwetamáx le kém] I continually learn of weaving
  • [kataxin kawetamáx le kém] You continually learn of weaving
  • [ʃiŋwetamáx] I learned (it)
  • [ʃuwetamáx le kém] He learned the weaving
  • [ʃasikix le libr iwir] You read the book yesterday

 

 

 

 

Fill in the blanks with the corresponding Quiché morphemes:

 

_________ I _____________ learn __________ (present tense)

 

_________ he _____________ read __________ (past tense)

 

_________ you _____________ the __________ continually

 

_________ book _____________ weaving __________ yesterday

 

 

What is the order of Quiché morphemes (in terms of subject, verb, object, and tense marker)?

 

 

 

 

 

 

 

 

  • List three different ways an English speaker might make the borrowed Polish place name Szczebrzeszynie [ʃʧɛbʒɛʃɪnjɛ] fit in with English phonotactics. (hint – it’s chapter 3 section 3.6 in your text)

 

 

 

 

 

 

    • Tajik By Adriana Solovyova

Tajik is an Indo-European language related most closely to Farsi (or Persian), the major language of Iran. Most literature in Tajik uses a version of the Cyrillic writing system. This is the system used in Russian, Ukrainian, Bulgarian and some other languages of Eastern Europe and Central Asia. You don’t need to know how to read Cyrillic writing to solve this puzzle — just use your common sense! One thing you will quickly realize is that words in Tajik are not arranged in the same order as they are in English. Below are three phrases from the Tajik language with their English translations.

 

 

 

Give the English translations of all four of these Tajik words.

 

 

 

 

 

 

 

 

 

  • Examine the sentences in the Klingon language, devised by Marc Okrand for Star Trek (reprinted from Frommer’s Looking at Languages). Pronunciation is not necessary for this question, but in case you would like to, note the following:

 

 

 

 

 

 

Isolate all the morphemes in the data, giving the meaning or function of each.

 

 

 

 

 

 

 

What is the basic sequence of subject, verb, and object in Klingon?

 

 

 

 

 

Judging from only this data, what elements of Klingon are optional? Are these elements optional in English? If not, what is it about Klingon grammar that allows the omission of these elements?

 

 

 

 

 

 

Translate into English: tIhIH relegh.

 

 

Translate into Klingon: The children see the officer.

 

 

 

 

 

  • Draw a tree structure diagram for each of the following sentences:

 

 

  • Pat loves Robin passionately.
  • Pat pushed the stubborn horse into the barn.
  • Robin talked to the manager over the phone.
  • Robin yelled angrily at the manager from Ohio.
  • Lee bought a nice picture of the unicorn from Robin.
  • The weeping Angels sent Amy and Rory back in time.

APA Scavenger Hunt

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APA Scavenger Hunt Guidelines

Purpose

The purpose of this assignment is to allow the student to demonstrate proficiency in APA format. Students will also use this assignment as a quick reference guide for future use of APA format 6th edition.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)

4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)

6. Relate application of the legal and ethical requirements of nursing laws and standards to interactions with faculty, peers, and others. (PO #6)

9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)

Due Date

Submit the assignment to the Week 3 Dropbox by Sunday at the end of Week 3, 11:59 p.m. MT.

Points

This assignment is worth a total of 150 points.

Preparing the APA Scavenger Hunt

1. Read this document (APA Scavenger Hunt Guidelines), including the Rubric.

2. From Doc Sharing, download the APA Scavenger Hunt Template. Rename the document as Your Last Name APA Scavenger Hunt.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that Microsoft Word 2010 or a later version is required. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.

3. As you prepare your APA Scavenger Hunt, use all resources available including Publication Manual of the American Psychological Association, Sample Paper in Doc Sharing, and APA Tutorial. However, your page numbers and section numbers in the Location column must be from the Manual. List the page and section numbers of the APA rule, not of an example.

4. Complete the APA Scavenger Hunt by typing in all of the empty boxes in the Answer column and the Location column. Clearly explain and/or demonstrate the format rule to answer the questions asked in each item. Work on this assignment during Weeks 2 and 3. Don’t wait until the due date to begin your work!

5. When your assignment is completed, save and close the document. Enter the course and submit the document as an attachment to the Week 3 Dropbox. See the Week 3 Assignments page for step-by-step instructions on how to use the Dropbox.

6. Required elements and points possible are clearly marked on the APA Scavenger Hunt Template.

 

Chamberlain College of Nursing NR-351: Transitions in Professional Nursing

NR-351 APA Scavenger Hunt Guidelines.docx Revised 3/19/14 cjm 3

 

Directions and Grading Criteria

Category Points % Description

 
1. Running head 8 points 5.33% Type 2 correct running heads (one for title page and one for subsequent pages) using correct capitalization, alignment, and punctuation.
2. Byline and institutional affiliation 5 points answer

3 points location

 5.33% Using correct alignment and capitalization, type your byline and institutional affiliation in the box to the right.

Indicate the page number and reference point (section number) in the manual where information about this may be located.
3. Margins 7 points 4.66% Give the setting for margins in the body of the paper and the Reference page.
4. Line spacing and typeface 4 points answer

3 points location

 4.66% Identify the line spacing for the title, body of the paper, and Reference page. Identify the preferred typeface font and size.

Indicate the page numbers and reference points in the manual where information about this may be located.
5. Headings 5 points answer

3 points location

 5.33% Define headings and explain how headings are formatted.

Indicate the page numbers and reference points in the manual where information about this may be located.
6. Commas 4 points answer

3 points location

 4.66% Explain the rule for comma use within a sentence containing a series of items. In the example provided, insert commas appropriately.

Indicate the page number and reference point in the manual where information about this may be located.
7. Citations 8 points 5.33% Define a citation and describe how it is formatted. Identify when to use “and” to join author names and when to use an ampersand (&) in citations.
8. Quotations 5 points answer

3 points location

 5.33% Describe how quotations are formatted and cited.

Indicate the page numbers and reference points in the manual where information about this may be located.
9. Secondary source citation 5 points answer

3 points location

 5.33% Demonstrate a correct secondary source citation using the information provided.

Indicate the page number and reference point in the manual where information about this may be located.
10. Citation and reference 7 points 4.66% Describe the relationship between what is cited and what is on the References page.
11. Reference italics 5 points answer

3 points location

 5.33% Describe what portions of a reference for a book and a reference for a journal article are italicized.

Indicate the page numbers and reference points in the manual where information about this may be located.
12. Author information on the reference page 8 points 5.33% Using the information provided, demonstrate the correct author information that would appear on the reference page.

 
13. Letter case in article titles on reference page 5 points answer

3 points location

 5.33% Describe when to use uppercase and lowercase letters in the title of an article on the reference page.

Indicate the page number and reference point in the manual where information about this may be located.
14. Reference page format for periodical 5 points answer

3 points location

 5.33% Type the general reference format using the format requested.

Indicate the page number and reference point in the manual where information about this may be located.
15. Reference examples by type 4 points answer

3 points location

 4.66% Identify the page and section number where examples by type of reference begin in the APA Manual. Explain how you will use this section.

Indicate the page number and reference point in the manual where information about this may be located.
16. Entire paper location 4 points answer

3 points location

 4.66% Identify the location of the miniature paper in the APA Manual. Describe how you can use this miniature paper to help you write your papers.

Indicate the page number and reference point in the manual where information about this may be located.
17. DOI number 4 points answer

3 points location

 4.66% Define a doi number and where you will use it when writing a paper.

Indicate the page number and reference point in the manual where information about this may be located.
18. Referring to author: tense 4 points answer

3 points location

 4.66% Choose which example is correct when referring to an author in the body of the paper.

Indicate the page number and reference point in the manual where information about this may be located.
19. Gender-biased language 7 points 4.66% Describe ways to avoid gender-biased language in scholarly writing.
20. Abbreviations 7 points 4.66%

 Describe the rules for properly using abbreviations the first time and subsequent times in the body of the paper.
Total 150 points 100%  

“Rhetorical Devices Analysis” Discussion

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1- write a 2 page Rhetorical Analysis Essay after reading https://www.americanrhetoric.com/speeches/maryfisher1992rnc.html article

2-look at the Rhetorical Devices Chart for Speech Analysis and write your thesis. The thesis is gonna be about the: purpose, pathos, logos of the article.

(An example of the thesis is ” In Nelson Mandela’s “Poverty Speech,” Mandela created an effective speech through repeating the word “poverty,” speaking to a global audience, and using emotional appeals to convince his listeners that poverty needs to end. “)

3-One body paragraph covers purpose, the other covers pathos, and the other one covers logos.

4- Write a conclusion.

Rhetorical Devices and Speech Analysis

Goals:

to analyze the effectiveness of a speech based on the Rhetorical devices used by a speaker

create a sentence outline analyzing 3 Rhetorical devices

write a 5 paragraph essay analyzing the Rhetorical devices

 

 

 

 

 

 

 

Analyzing a Speech

A speech can be made more effective if the speaker considers using several literary devices.

To help you understand how to write an Analytical Essay about a speech, this presentation will consider a speech given by Nelson Mandela in London as part of the campaign to end poverty in the developing world.

 

 

 

 

 

 

 

2

Rhetorical Devices

Audience

Purpose

Repetition

Imagery

Ethos

Logos

Pathos

 

 

 

 

 

Rhetorical Device – Audience

Who you are writing for

Helps you make decisions about what information to use, your tone and your language

Example 1: Mandela addresses a global audience. He makes a call to action to the world leaders to focus on poverty at their July meeting in Scotland. “I say to all those leaders: do not look the other way; do not hesitate.”

Example 2: Mandela calls people of the world to take action against poverty because it would “be a crime against humanity, against which I ask all humanity now to rise up.”

 

 

 

 

 

Rhetorical Device – Purpose

Why the author wrote

Goal is to Persuade, Inform and Explain

Example 1: Mandela states that he was invited to speak by The Campaign to Make Poverty History and that it represents “such a noble cause.”

Example 2: Mandela’s purpose is to persuade the audience to take action to end poverty. He states that “as long as poverty, injustice and gross inequality persist in our world, none of us can truly rest.”

 

 

 

 

 

Rhetorical Device – Repetition

Repeat a few words or phrases a few times

Make an idea clearer

Emphasize significance of the phrase

Example: At the end of his speech, Mandela repeats two sentences that are very similar to reinforce his point about ending poverty. He says, “Make poverty History in 2005. Make History in 2005.” The repeated pattern of these similar sentences reminds the listener the main point of his speech and reinforces his persuasive message about ending poverty.

 

 

 

 

 

Rhetorical Device – Imagery

Author’s use of words and phrases to create “mental images” for the reader

Helps the reader to visualize more realistically the author’s writings

Uses figures of speech like simile, metaphor, personification, onomatopoeia

Example: Mandela compares poverty to prison. “Millions of people in the world’s poorest countries remain imprisoned, enslaved, in chains. They are trapped in the prison of poverty.” These sentences help the listener visualize the harshness of poverty.

 

 

 

 

 

Rhetorical Device – Ethos

 

Credibility/trustworthiness

Example: Mandela establishes credibility with the audience by referring to a shared past experience. He reminds the audience how a similar crowd “stood in solidarity with us, just a few yards from this spot” during the movement against apartheid.

 

 

 

 

 

 

Rhetorical Device – Logos

Logic/reasoning

Example: Mandela suggests several steps for developing nations to take to help end poverty. “The first is ensuring trade justice.” He continues to list two other steps that will be needed for ending poverty.

 

 

 

 

 

 

Rhetorical Device – Pathos

Emotional appeal

Example: Mandela ends his speech with an appeal to the audience’s sense of pride in taking a stand against poverty. He states, “Then we can all stand with our heads held high.”

 

 

 

 

 

 

Complete the Rhetorical Devices Chart

Device Mandela Speech Speech by
Audience  global audience “I say to all those leaders: do not look the other way; do not hesitate.”

Now you are ready to view/read the speech by Mandela.

In the assignment directions, you will find a file called the Rhetorical Devices Chart

As you watch/read, fill in the Mandela Speech column with examples for each rhetorical device. Include at least one quote for your examples.

Below is an example of the chart with the first device “audience” completed.

The far right column called “Speech by” will be used in a future assignment.